Preparing Educators for Development of Innovative Teaching Using Mobile Technology

2016 ◽  
pp. 643-665
Author(s):  
Deborah Watlington ◽  
Renee Murley ◽  
Annette Cornelius ◽  
Torre Kelley
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
Mobile Technology ◽  
Technology Implementation ◽  
Smart Phones ◽  
Mobile Technologies ◽  
Innovative Teaching ◽  
Development Models ◽  
The Core ◽  
Core Content

Mobile technology, in the form of smart phones and tablets, is an integral part of how we connect with information. Educators recognize that these mobile technologies shift the manner in which information is accessed, communicated, and transferred, and that they are infiltrating educational settings. A critical need is rising to prepare educators to effectively embed mobile technology in the learner's educational world (O'Hara, Pritchard, Huang, & Pella, 2013). This chapter outlines a progressive model of professional development designed to prepare educators for innovative educational uses of mobile technology. Traditional, individualized, and innovative professional development models are discussed as well as the core content that should be incorporated in this professional development. Best practices in mobile technology implementation are addressed as well as suggested strategies to transition educators from novice to experienced users of mobile technology.

Preparing Educators for Development of Innovative Teaching Using Mobile Technology

2015 ◽  
pp. 74-97
Author(s):  
Deborah Watlington ◽  
Renee Murley ◽  
Annette Cornelius ◽  
Torre Kelley
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
Mobile Technology ◽  
Technology Implementation ◽  
Smart Phones ◽  
Mobile Technologies ◽  
Innovative Teaching ◽  
Development Models ◽  
The Core ◽  
Core Content

Mobile technology, in the form of smart phones and tablets, is an integral part of how we connect with information. Educators recognize that these mobile technologies shift the manner in which information is accessed, communicated, and transferred, and that they are infiltrating educational settings. A critical need is rising to prepare educators to effectively embed mobile technology in the learner's educational world (O'Hara, Pritchard, Huang, & Pella, 2013). This chapter outlines a progressive model of professional development designed to prepare educators for innovative educational uses of mobile technology. Traditional, individualized, and innovative professional development models are discussed as well as the core content that should be incorporated in this professional development. Best practices in mobile technology implementation are addressed as well as suggested strategies to transition educators from novice to experienced users of mobile technology.

scholarly journals Evaluation of Methodology: Qualitative Studies about Mobile Technology Implementation in Education

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Tsoghik Grigoryan
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Mobile Technology ◽  
Technology Implementation ◽  
Qualitative Studies ◽  
Technology In Teaching ◽  
Language Classroom ◽  
Pros And Cons ◽  
Teachers Attitudes ◽  
Over Time

The description and understanding of the learning has changed significantly over time and is still in its transformational modern stage, which necessitates exploration and investigation of the pros and cons of innovative changes in the field of education. Some teachers resist those changes and do not feel comfortable teaching through or with mobile technology as they do not want to look incompetent when they are unable to troubleshoot. The purpose of this paper is to evaluate the methodology of qualitative studies conducted on the integration of mobile technology in language classroom and teachers’ attitudes towards using technology in teaching. The paper aims at examining 15 studies published in educational journals between 2006 and 2016. The articles discuss two aspects of educational technology: mobile technology integration in education and teachers’ attitudes and professional development for implementing technology in language classroom.

Changing the Face of ELA Classrooms

2014 ◽  
pp. 981-998
Author(s):  
Dianna L. Newman ◽  
Victoria C. Coyle ◽  
Lori A. McKenna
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Teacher Behavior ◽  
Mobile Technologies ◽  
Pedagogical Content ◽  
Development Models ◽  
Learning Standards ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
The Face

This chapter looks at the delivery of professional development on technological pedagogical content knowledge (TPACK), designed to increase teachers' abilities to integrate technology into ELA curriculum. Using TPACK and 21st century SCALE frameworks as a foundation, both stipend-based and embedded professional development models provided teachers with skills to integrate mobile technologies into classroom pedagogies, modifying or redesigning selected units of instruction. Change in teacher behavior was evidenced by direct observation of teachers' integration of technology into classroom practice, and their use of technology to support lesson plans aligned to state and common core learning standards in the classroom. Student outcomes include performance on teacher developed action research, attendance, and increased ability to meet learning standards.

Nurses Using Social Media and Mobile Technology for Continuing Professional Development

2016 ◽  
pp. 1289-1313
Author(s):  
Carey Mather ◽  
Elizabeth Cummings
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Case Studies ◽  
Mobile Technology ◽  
Continuing Professional Development ◽  
Health Profession ◽  
Mobile Technologies ◽  
Healthcare Sector ◽  
Actual Case ◽  
Nurses And Midwives

Continuing professional development is mandatory for all healthcare professionals in Australia. This chapter explores how the expectations of the regulatory and professional organisations of nursing and midwifery can be integrated within the profession by enrolled and registered nurses and midwives to meet the requirements and maintain their registrations. Using actual case studies as a basis, the chapter demonstrates how continuing professional development can be delivered as mobile or m-learning using social media or mobile technologies within this health profession. This chapter focuses on case studies from the Australian healthcare sector; however, it appears that similar issues arise in other countries and so the challenges and solutions described in the case studies can inform practice in other countries. It concludes by discussing the potential for continuing professional development m-learning into the future.

scholarly journals Factors enhancing mobile technology acceptance: A case study of 15 teachers in a Pretoria secondary school

2020 ◽  
Vol 40 (Supplement 2) ◽  
pp. S1-S16
Author(s):  
K Moodley ◽  
P Callaghan ◽  
WJ Fraser ◽  
MA Graham
Keyword(s):  
Professional Development ◽  
Technology Acceptance ◽  
Mobile Technology ◽  
Classroom Practice ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Mobile Technologies ◽  
Research Approach ◽  
Perceived Ease Of Use ◽  
Action Research Approach

While a considerable body of research has focused on learners’ acceptance of or resistance to mobile technologies, fewer studies have focused on teachers. This research study aimed to understand the factors influencing South African teachers’ acceptance of or resistance to using mobile technologies in their classroom practice. The Technology Acceptance Model (TAM) was used as a lens to explore factors that enhance mobile technology acceptance. The study consisted of a sequential mixed method, action research approach. Fifteen participants received training at a Mobile Technology workshop, aiming to provide professional development and enhance technological literacy knowledge and skills for teachers. The participants were then tasked to teach with technology and to share and reflect on their experiences and perceptions during the community of practice meetings. Content analysis was used to analyse the transcripts of these meetings and this led to the identification of 2 key factors, which enhanced the teachers’ acceptance of mobile technology, namely, perceived usefulness and perceived ease of use. Six sub-factors affecting acceptance were also identified: anxiety, ability, attitude, facilitating conditions, subjective norm and voluntariness. The factors that were identified suggest that additional professional development, infrastructure and resources need to be provided for teachers. We argue that by providing these necessities and eliminating or significantly reducing these factors, the use of mobile technology will be a success.

Application of Mobile Technologies in Library Service Delivery

2020 ◽  
pp. 371-381
Author(s):  
Oluwatoyin Oyeyemi Obinyan
Keyword(s):  
Service Delivery ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Smart Phones ◽  
Mobile Technologies ◽  
The Internet ◽  
Library Services ◽  
Service Users ◽  
Advantages And Disadvantages ◽  
Internet Users

With the rapid advancement in technology in the last two decades, mainly because of the advent of the internet, the world no longer works the same. The advent of wireless networks and more recently mobile devices such as smart phones, tablets, etc. following the internet, contributed a lot their applicability in library's operations. As contained in extant literature, mobile devices have become a very important part of communication not only for telephone service users but also for the internet users. The two main reasons behind success of mobile technology is the benefits such as mobility and ubiquity served by mobile devices. To this end, the chapter explores the application of mobile technology on service delivery in libraries, the advantages and disadvantages. Also highlighted were the skills required by the librarians in incorporating mobile technologies to library services.

Mobile Technologies in the Emergency Department

2016 ◽  
pp. 1707-1717
Author(s):  
Judith W. Dexheimer ◽  
Elizabeth M. Borycki
Keyword(s):  
Mobile Phones ◽  
Mobile Technology ◽  
Health Professionals ◽  
Technology Use ◽  
Smart Phones ◽  
Mobile Technologies ◽  
Future Directions ◽  
Current State ◽  
The World ◽  
Device Use

Hand-held and mobile technology is steadily expanding in popularity throughout the world. Mobile technologies (e.g. mobile phones, tablets, and smart phones) are increasingly being used in Emergency Departments (ED) around the world. As part of this international trend towards introducing mobile technologies into the ED, health professionals (e.g. physicians, nurses) are now being afforded opportunities to access patient information and decision supports anywhere and anytime in the ED. In this chapter, the authors present a model that describes the current state of the research involving mobile device use in the ED, and they identify key future directions where mobile technology use is concerned.

Mobile Technology and Cyberbullying

2015 ◽  
pp. 705-718 ◽  
Author(s):  
Qing Li ◽  
Zhuo Wang ◽  
Arkhadi Pustaka
Keyword(s):  
Present Article ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Digital Technologies ◽  
Smart Phones ◽  
Mobile Technologies ◽  
New Challenges ◽  
Public Concerns

Cyberbullying refers to intentional hostile behaviors using digital technologies. With the increased availability of and access to mobile technologies, such as smart phones, tablets and Portable Digital Assistants (PDA), more and more cyberbullying perpetrators have picked up these tools to aggressively and repeatedly inflict harm on their victims who often unavoidably use mobile technology for legitimate reasons. This has posed new challenges to schools and parents who have been trying to prevent and resolve such issues. The present article is an overview of past and present research on mobile-based cyberbullying, including the roles mobile technology plays in cyberbullying, the numerous ways it is employed, the groups it affects, and possible approaches to address the issues. In spite of the raised public concerns, little research has been done to research cyberbullying through mobile devices and our study is the first attempt to systematically review the existing literature in this field.

Application of Mobile Technologies in Library Service Delivery

2021 ◽  
pp. 739-750
Author(s):  
Oluwatoyin Oyeyemi Obinyan
Keyword(s):  
Service Delivery ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Smart Phones ◽  
Mobile Technologies ◽  
The Internet ◽  
Library Services ◽  
Service Users ◽  
Advantages And Disadvantages ◽  
Internet Users

With the rapid advancement in technology in the last two decades, mainly because of the advent of the internet, the world no longer works the same. The advent of wireless networks and more recently mobile devices such as smart phones, tablets, etc. following the internet, contributed a lot their applicability in library's operations. As contained in extant literature, mobile devices have become a very important part of communication not only for telephone service users but also for the internet users. The two main reasons behind success of mobile technology is the benefits such as mobility and ubiquity served by mobile devices. To this end, the chapter explores the application of mobile technology on service delivery in libraries, the advantages and disadvantages. Also highlighted were the skills required by the librarians in incorporating mobile technologies to library services.

Creative Teaching and Learning Strategies for Novice Users of Mobile Technologies

2013 ◽  
Vol 5 (3) ◽  
pp. 68-79 ◽  
Author(s):  
Jennifer Masters
Keyword(s):  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Mobile Technologies ◽  
Learning Context ◽  
Creative Teaching ◽  
Innovative Teaching ◽  
Teaching And Learning Strategies

This paper addresses perspectives of creative teaching and learning strategies in the new learning context of mobile technology, particularly for novice learners. The discussion presented here is framed by two case studies and uses an ethnographical approach, informed by participant observation to consider the experiences of users of mobile devices who do not have prior experience with information and communication technologies. Although the lack of prior understanding of the novice user initially presented a hurdle for working with mobile technology tools, it was noted that an ‘innocence of perceiving and behaving’ (Maslow, 1971) could advantage these learners to work in new and creative ways that may not be considered by more experienced users. It was also identified that the creative learning could be facilitated by intentional support and both innovative teaching strategies and imaginative teaching scenarios are important components of this framework.

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